Here is an example of a CALLT lesson plan, fully fleshed out. Feel free to critique it in the discussion section.
I. HEADING
Name: Jon Leach
Date: June 3, 2010
Subject: English
Time: 50 minutes
II. RATIONALE AND BACKGROUND
This CALLT design addresses the need for students to hear authentic presentations of English minimal pairs in order to learn how to distinguish the difference. The classroom is made up of adult-aged native Portuguese speakers, studying English as part of an International Business degree at their university. This lesson would be used during the third semester of their English study, at which point they could be classified as low intermediate. The university is PUC-Rio, in Rio de Janeiro, Brazil. The students speak mostly Portuguese outside the classroom, though interactions with tourists allow them the chance to practice English at the beach.
III. LESSON OBJECTIVES:
After modeling the difference between English minimal pairs, TLW be able to identify different minimal pairs by selecting the correct word in five exercises. (cloze exercise given)
IV. LIST OF RESOURCES
Teacher crafted cloze at Videothread.com
Computers for each student with wifi access
Headphones
Chalkboard
Thermometer
Rubber eel
Toy boat
Plush toy sheep
Can of tuna
Large photo of the hills of Porto Alegre (in Brazil)
Devil horns & pitchfork (preferably kitschy, plastic and red)
A burlap sack
A plastic cow or “moo” sound maker
Buddha statuette
V. CURRICULUM ANALYSIS (concepts) AND LINGUISTIC ANALYSIS
This lesson will address some of the phonological realities of the English language. Words separated by only one phonological element, i.e. minimal pairs, can be troublesome for students not accustomed to listening for the nuance of a new language. While developing, above all, listening skills, this lesson will also encourage the development of speaking/pronunciation on the part of the student.
The language function addressed is the clear expression of one word, as opposed to another.
Structure is not explicitly addressed in this lesson, though the modeling of correct English sentences throughout the lesson will provide students with proper structure models.
The language skills in this lesson are Listening and Speaking.
The vocabulary to be taught is made up of minimal pairs. The words are:
1. Motivational Strategy: The teacher begins class by wearing the plastic eel around his/her neck, or just carrying it in his/her hands (petting it is appropriate). The teacher will also have the thermometer in his/her mouth. The teacher explains that, “Sorry, I’m feeling ill today”. The teacher will offer to let students hold the eel, asking if they “want to feel an eel today too”. Repeat these words, with varying degrees of markedness in the pronunciation. After a few repetitions, write /i/ and /ee/ on the board, and write “ill” under the /i/ and “eel” under the /ee/. Repeat the words to ensure clarity.
2. Prior Knowledge: Assuming that the lesson is taught in a traditional lecture hall, the teacher should have a desk or table in front of the class. If not, make it so before hand. Place upon the table the burlap sack, the cow (or moo maker) and the Buddha. Identify these items in Portuguese as saca (sack), vaca (cow) and zaca (Buddhist high priest). As you speak the words, indicate the corresponding object, demonstrating minimal pairs in the students’ native language. Ask if students want the saca or vaca or zaca and play the fool by misunderstanding which one they call for, demonstrating misunderstanding based on minimal pairs.
3. By now, it should be clear to the students that the purpose of the lesson is learning to listen for and distinguish between minimal pairs.
B. Lesson Body
There are 5 pairs of words corresponding to 2 minimal pairs provided with this lesson: · Ill/Eel i/ee · Sheep/Ship i/ee · Tin/Ten i/e · Hill/Hell i/e · Leave/Live i/ee
Any teacher using this lesson may, of course, change out the words and minimal pairs addressed for the particular needs of his/her students. For this lesson, after the introduction, the teacher will:
Give students the vocabulary to be used.
Write the pair of words upon the chalkboard below the phoneme that makes up the minimal pair difference
Using props or actions, define each word
i. Ill/Thermometer & feigned sickness
ii. Eel/Plastic eel
iii. Sheep/Plush sheep toy & sheep bleat impressions
iv. Ship/Toy ship
v. Tin/Can (tin) of tuna
vi. Ten/Ten fingers, or a sign with the number 10
vii. Hill/Picture of Brazilian hills
viii. Hell/Teacher puts on horns and waves pitchfork around
ix. Leave/Teacher says “goodbye” or “chao” and exits the class
x. Live/Teacher pretends to die and then comes back
1. You may want to point out that this does not mean “zombie” zombi.
After each pair is demonstrated/defined, have the students repeat each word 5 times. Point out the phonemes as written on the board and emphasize the difference in the two words.
The students will complete the exercise on videothread.com
The cloze exercise sheet is attached to this lesson plan.
At this time, if students require re-teaching or further enrichment, the teacher will be free to address those needs.
C. Lesson Closure
A further homework assignment is to be given:
Students must come to the next class with a new pair of English words, differentiated by a minimal pair, and be prepared to present these words. The presentation will include:
i. Defining the two words
ii. Aurally demonstrating the phonological difference
VII. EVALUATION
A. Student Assessment
The teacher will informally assess the students based on clarity and pronunciation improvement throughout the lesson. The exercise on voicethread.com will be taken as informal assessment as well, but summative rather than formative. Formal assessment will be taken through the grading of the cloze exercise. As pass/fail “did it or didn’t even try” point received or not will be awarded for the homework. All of the assessments associated with this lesson are individual.
Okay! And now, here are the voicethread and youtube video referenced in the lesson plan! Yay!
Though the links are still in the body of the lesson plan...
Here is an example of a CALLT lesson plan, fully fleshed out. Feel free to critique it in the discussion section.
I. HEADINGName: Jon Leach
Date: June 3, 2010
Subject: English
Time: 50 minutes
II. RATIONALE AND BACKGROUND
This CALLT design addresses the need for students to hear authentic presentations of English minimal pairs in order to learn how to distinguish the difference. The classroom is made up of adult-aged native Portuguese speakers, studying English as part of an International Business degree at their university. This lesson would be used during the third semester of their English study, at which point they could be classified as low intermediate. The university is PUC-Rio, in Rio de Janeiro, Brazil. The students speak mostly Portuguese outside the classroom, though interactions with tourists allow them the chance to practice English at the beach.
III. LESSON OBJECTIVES:
After modeling the difference between English minimal pairs, TLW be able to identify different minimal pairs by selecting the correct word in five exercises. (cloze exercise given)
IV. LIST OF RESOURCES
Teacher crafted cloze at Videothread.com
Computers for each student with wifi access
Headphones
Chalkboard
Thermometer
Rubber eel
Toy boat
Plush toy sheep
Can of tuna
Large photo of the hills of Porto Alegre (in Brazil)
Devil horns & pitchfork (preferably kitschy, plastic and red)
A burlap sack
A plastic cow or “moo” sound maker
Buddha statuette
V. CURRICULUM ANALYSIS (concepts) AND LINGUISTIC ANALYSIS
This lesson will address some of the phonological realities of the English language. Words separated by only one phonological element, i.e. minimal pairs, can be troublesome for students not accustomed to listening for the nuance of a new language. While developing, above all, listening skills, this lesson will also encourage the development of speaking/pronunciation on the part of the student.
- The language function addressed is the clear expression of one word, as opposed to another.
- Structure is not explicitly addressed in this lesson, though the modeling of correct English sentences throughout the lesson will provide students with proper structure models.
- The language skills in this lesson are Listening and Speaking.
- The vocabulary to be taught is made up of minimal pairs. The words are:
· Ill/Eel· Sheep/Ship
· Tin/Ten
· Hill/Hell
· Leave/Live
VI. PROCEDURES
A. Introduction and Motivation
1. Motivational Strategy: The teacher begins class by wearing the plastic eel around his/her neck, or just carrying it in his/her hands (petting it is appropriate). The teacher will also have the thermometer in his/her mouth. The teacher explains that, “Sorry, I’m feeling ill today”. The teacher will offer to let students hold the eel, asking if they “want to feel an eel today too”. Repeat these words, with varying degrees of markedness in the pronunciation. After a few repetitions, write /i/ and /ee/ on the board, and write “ill” under the /i/ and “eel” under the /ee/. Repeat the words to ensure clarity.
2. Prior Knowledge: Assuming that the lesson is taught in a traditional lecture hall, the teacher should have a desk or table in front of the class. If not, make it so before hand. Place upon the table the burlap sack, the cow (or moo maker) and the Buddha. Identify these items in Portuguese as saca (sack), vaca (cow) and zaca (Buddhist high priest). As you speak the words, indicate the corresponding object, demonstrating minimal pairs in the students’ native language. Ask if students want the saca or vaca or zaca and play the fool by misunderstanding which one they call for, demonstrating misunderstanding based on minimal pairs.
3. By now, it should be clear to the students that the purpose of the lesson is learning to listen for and distinguish between minimal pairs.
B. Lesson Body
There are 5 pairs of words corresponding to 2 minimal pairs provided with this lesson:
· Ill/Eel i/ee
· Sheep/Ship i/ee
· Tin/Ten i/e
· Hill/Hell i/e
· Leave/Live i/ee
Any teacher using this lesson may, of course, change out the words and minimal pairs addressed for the particular needs of his/her students. For this lesson, after the introduction, the teacher will:
- Give students the vocabulary to be used.
- Write the pair of words upon the chalkboard below the phoneme that makes up the minimal pair difference
- Using props or actions, define each word
i. Ill/Thermometer & feigned sicknessii. Eel/Plastic eel
iii. Sheep/Plush sheep toy & sheep bleat impressions
iv. Ship/Toy ship
v. Tin/Can (tin) of tuna
vi. Ten/Ten fingers, or a sign with the number 10
vii. Hill/Picture of Brazilian hills
viii. Hell/Teacher puts on horns and waves pitchfork around
ix. Leave/Teacher says “goodbye” or “chao” and exits the class
x. Live/Teacher pretends to die and then comes back
1. You may want to point out that this does not mean “zombie” zombi.
- After each pair is demonstrated/defined, have the students repeat each word 5 times. Point out the phonemes as written on the board and emphasize the difference in the two words.
- The students will complete the exercise on videothread.com
- http://voicethread.com/share/1193436/
- The students, with the comment features, will type the word they hear and record themselves speaking the word.
- Students will be given a cloze exercise to begin in class, due at the beginning of the next class.
- The cloze exercise sheet will be provided to the students.
- The students will go to YOUTUBE and watch the video, filling in the correct words on the cloze exercise sheet .
- http://www.youtube.com/watch?v=ot0danMmC00
- The cloze exercise sheet is attached to this lesson plan.
- At this time, if students require re-teaching or further enrichment, the teacher will be free to address those needs.
C. Lesson ClosureA further homework assignment is to be given:
Students must come to the next class with a new pair of English words, differentiated by a minimal pair, and be prepared to present these words. The presentation will include:
i. Defining the two words
ii. Aurally demonstrating the phonological difference
VII. EVALUATION
A. Student Assessment
The teacher will informally assess the students based on clarity and pronunciation improvement throughout the lesson. The exercise on voicethread.com will be taken as informal assessment as well, but summative rather than formative. Formal assessment will be taken through the grading of the cloze exercise. As pass/fail “did it or didn’t even try” point received or not will be awarded for the homework. All of the assessments associated with this lesson are individual.
Okay! And now, here are the voicethread and youtube video referenced in the lesson plan! Yay!
Though the links are still in the body of the lesson plan...Voicethread